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小学英语北师大版 (三年级起点)三年级上册unit 6 Review精品教案设计
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这是一份小学英语北师大版 (三年级起点)三年级上册unit 6 Review精品教案设计，共9页。教案主要包含了设计意图等内容，欢迎下载使用。
Lesson 6 Revision
教学内容
Phonics: Ww, Xx, Yy & Zz
教学目标
1. By the end of the lesson, Ss will be able to know the name and shape of the letters Ww, Xx, Yy & Zz.
2. By the end of the lesson, Ss will be able to know the sound of the letters Ww, Xx, Yy & Zz.
3. Ss will be interested in English.
教学重点
1. The name and shape of the letters Ww, Xx, Yy & Zz.
2. The sound of the letters Ww, Xx, Yy & Zz.
教学难点
1. The shape of the letters Ww, Xx, Yy & Zz.
2. The sound of the letters Ww, Xx, Yy & Zz.
Step I Lead-in
1. Enjoy a song: Alphobolocks
T: Good morning, boys and girls. Nice to meet you. Let’ have fun with phonics today. First, let’s enjoy a song: Alphobolocks.
2. Look and say: Students look at the the alphabet and say the sound of the letters in the help of T.
T: This is my friend Judy. She likes letters too. She wants to know the sounds of the letters. Let’s help her.
A says? B says? C says?...Oops! The last four letters are missing! Let’s go and find them.
【设计意图】视听引领,旧知铺垫： 通过一首欢快的歌曲唤醒学生关于字母声音的记忆。接着创设Judy喜欢字母的情境，和学生一起复述已学字母的声音。通过找字母的情境引出本节课教学目标Fun with phonics：Ww, Xx, Yy and Zz。学生在喜闻乐见的视、听、说过程中进入英语学习状态。
Step II
Presentation and Practice A: Ww is in the water.
1. Meet Ww:
T shows a picture of Judy in the park where there is a river. And then two fish carrying “W” and “w” appear in the water.
T teaches the name of letter Ww. Then the two fish carry watch and window.
T guides Ss to find w in the word by saying w w w, w is for...
T: Wow! We are in the park now! It’s beautiful. Where is Ww?
S1: It’s in the water.
T: Yes! Ww is in the water. This is big W(T pointing to the word card). This is little w(T pointing to the word card).
T uses the word card to drill the name of Ww.
T: Big w has something for us. Look! It’s a window. We can find w here. So we can say “w w w, w is for window”. Let’s chat together.
Ss: w w w, w is for window.
T: Little w also has something for us. Look! It’s a watch. We can find w here. So we can say “w w w , w is for watch”. Let’s have a try.
Ss: w w w, w is for watch.
T use different ways to drill the sentences.
【设计意图】 创设情境,寻找Ww： 通过创设Judy寻找Ww的情境，引出“Ww is in the water.”一语双关。 由Ww两条小鱼带出watch和window两个单词，让学生在单词中感悟字母w，并用w w w, w is for...这个朗朗上口的句子帮助学生记忆关于w的两个例词。 2. Listen and imitate: T uses the PPT to make the two fish carrying Ww talk. Ss listen and imitate the sound of letter Ww /w/.
T: Listen carefully! Ww can talk. (T plays the sound /w/.) What does Ww say? S2: Ww says /w/
T: Great! Let’s bubble with the fish and say /w/.
【设计意图】体会发音，有趣操练： 创设鱼吐泡泡发出声音，让学生感悟w的发音。并通过和鱼一起吐泡泡操练/w/的发音。
2. Listen and chant:
T shows the word card of watch and window. This time,
T guides the Ss to feel the sound w makes—/w/ in the beginning of words. And T uses a chant to help Ss consolidate the sound /w/ as beginning sound of the words.
T: w says /w/. So we can say /w/ /w/ window, /w/ /w/ watch. (T uses word card to drill.)
T: w says /w/. So we can say the chant like this /w/ watch /w/ window watch window window.
【设计意图】由字母到单词，chant巩固字母音： 用单词卡片，将刚刚学习的两个单词，从发音的角度重新认读，让学生感悟w在单词中的发音。并通过节奏明快的chant帮助学生理解和记忆。教师还为chant配以音乐，调动学生积极性。
B: Xx is in the box.
4. Do and say: T shows Xx on the PPT. T cross her arms and say big X and cross her fingers and say little x. Ss watch and imitate. Then T gives gestures, and Ss do and say.
T: We find Ww. Ww goes to their friends. What about the next letter? What’s this? Ss: Xx.
T: Look I have a big X here.(T crosses her arms) I also have a little x here.(T crosses her fingers)
T: Now, listen to my gestures. Do and say!
【设计意图】用肢体语言发现Xx的联系与区别：低年段的学生注意力时间短，通过做做动作，表演的形式可以有效吸引他们的注意力。用手臂摆出X，用手指摆出x，形象生动的像学生演示了这两个字母的共同点和不同。
5. Look for and chant: T hides Xx in the box. Ss try to find Xx by asking Mr fox (Nick): fox, fox, where is Xx?
T: Here comes Mr fox. We can find x in the word fox. So we can say: x x x, x is for fox.
Ss: x x x, x is for fox.
T: Xx runs away. Where is Xx? Let’s ask Mr fox! Fox, fox. Where is Xx?
Ss: Fox, fox. Where is Xx?
T: Is it here? (T points to the picture on the PPT and asks fox.)
Fox: No.
T: Is it here? (T points to the box on the PPT and asks Ss, while making Xx rise from the box.)
Ss: Yes.
T: Great! Xx is in the box. You did a good job! I have a gift for you. It’s a chant.
Fox, fox. Where is Xx? Xx, Xx. Xx in the box.
【设计意图】创设情境，寻找Xx： 通过创设寻找Xx的情境，引出Xx的例词fox, box。并以chant的形式进行操练。为chant配以音乐吸引学生注意力。
6. Listen and chant: By asking Mr fox how Xx talk, Ss learn the sound x makes: /ks/.
T makes up a chant to help Ss consolidate /ks/ as ending sound of the words.
T: This is a box. This is a fox. What does Xx say? Let’s ask Mr Fox. Mr Fox: /ks/ /ks/ box, /ks/ /ks/ fox. Xx says /ks/.
T: What does Xx say?
Ss: /ks/
T: Look! We can say this chant like this: /ks/ box /ks/ fox box fox fox. Let’s try.
【设计意图】听词辩音，操练发音： 学生听fox, box两词的尾音来自主感悟，归纳Xx的发音/ks/。通过用手指在空中化叉的形式，操练/ks/的发音，学生很有兴趣。在学生熟练掌握Xx发音的基础上，辅以节奏感强的chant不仅记住了Xx的发音，也记忆了Xx在单词中的发音。
C: Yy and Zz are in the zoo.
7. Look for and paint:
T shows the word cards of the last two letters. T gives a clue that they’re in the zoo. Ss are required to find Yy in the picture of the zoo.
T: We find Xx. What are the last two letters.
Ss: Yy and Zz. (T shows word cards and does demonstrating reading.)
T: Where are they?
Computer: They’re in the zoo.
T: Can you find Yy in the zoo? Paint them out.
【设计意图】看图寻字母，检验字形： 教师在上一环节用单词卡片简单的介绍了字母Yy和Zz的字形，在这一环节设计通过在图片中找出Yy来检验学生对Yy字形的认知，同时也达到有效巩固的目的。学生在涂涂画画中记忆字形，调动学生学习积极性。
8. Look and say: T shows example words: yellow & yo-yo. T encourages Ss too make up the sentence by using: y y y, y is for...
T: You found all the Yy. I paint the Yy with what colour?
S3: yellow
T: Great! It’s yellow. Look! There is a y. So we can say the chant: y y y, y is for...? Who can try? S4: y y y, y is for yellow.
T: It’s yellow too. What’s this? S5: It’s a yo-yo.
T: We can also make up a chant: y y y, y is for...? Who can try? S6: y y y, y is for yo-yo.
【设计意图】旧知新用，学Yy例词： 教师在和学生核对图中Yy的过程中，将字母涂成黄色，唤醒学生旧知 “yellow” 并引导学生发现单词中的首字母y。通过前两个字母学习，鼓励学生创编chant: y y y, y is for yellow。
8. Listen and say: T plays the sound of yellow and yo-yo and asks Ss to feel the sound “y” makes. Computer: yellow, yellow, yo-yo, yo-yo
T: What does Yy say?
Ss: /j/
T: /j/ /j/ yellow /j/ /j/ yo-yo
【设计意图】听词辩音，操练发音： 教师播放单词yellow和yo-yo的发音，让学生去感受字母作为首音字母y的发音。通过用开小火车，击掌读，小老师领读的多样的形式读/j/ /j/ yellow /j/ /j/ yo-yo，操练y的发音。
9. Look and say: Ss are asked to find Zz in the picture. They can find zoo and zebra. Ss are encouraged to make up a chat like: z z z, z is for...
T: Where is Zz?
S7: zoo, zebra
T: Z is for zoo. Z is for zebra. Who can say the chant?
S8: z z z, z is for zoo.
S9: z z z, z is for zebra.
【设计意图】看图寻词，创编chant： 学生通过观察找出图中关于z的两个例词：zoo, zebra。教师鼓励学生创编chant来有效记忆这两个例词。
11. Listen and imitate: T plays a video of a chant about letter z’s sound.
Rhyme: zebra zebra
How do you do?
Z says z z
Zoo zoo zoo
【设计意图】原声示范，模仿听读： 通过多媒体调动学生积极性，语音语调给了学生准确的示范性，并针对学生掌握不好的地方可以重复操练，提高课堂效率，也给了学生准确的示范性。
12. Play a game: Plant VS zombies Ss say the right times of /z/ according to the hint on the PPPT to fight with zombies.
T: Zombies are coming! Let’s fight with them. Look at the PPT say the right times of /z/ and you can get the according amount of peas needed to fight with the zombies.
【设计意图】多样形式，操练发音： 以植物大战僵尸为载体，根据PPT提示，发出相应数量的/z/音来打倒僵尸，让学生在玩中学，在学中玩。
13. Enjoy a song: Phonics song
T: we now find all the letters. Let’s enjoy a song: phonics song.
【设计意图】总结归纳，调整状态： 新授部分结束，给予学生一个及时，有条理的总结。用一首phonics song一来是为了巩固，二来也是为了调整学生状态，让他们有一个适当的放松时间。
Step III Consolidation
1. Listen and choose: There are 4 trains appearing one by one on the PPT. On each carriage, there will be a letter. T plays the sound of the letters. Ss finds out the right one.
T: Let’s play a game. Listen and circle the right answer out.
【设计意图】听音识字母，有趣检验： 以找出发音火车厢的形式，调动学生积极性。有效有趣地检验学生对本节课教学目标是否达成。
2. Listen and circle: T plays 6 pieces of voice. Ss circle out the right beginning letter according to the voice.
T: Great! Now, I have a more difficult task for you. Take out your exercise paper, please. Listen and circle the beginning letter of the words.
【设计意图】听词辩音，学以致用： 在上一个游戏的基础上，提升难度，让学生尝试通过听音找出单词的首音所对应的字母，将单词解码，将自然拼读学以致用。
教学反思
本节课创设寻找字母Ww,Xx,Yy,Zz情境，在寻找的过程中，从name, sound, shape三个方面学习这四个字母，渗透自然拼读的教学。每个字母的教学总体分为两个部分，以Ww为例。在Ww is in the water.这个情境中，主要分为两个部分进行教学，第一部分name and shape :教师先出示字母Ww的形并教授字母的名字，然后通过两个例词water, window来让学生感受单词中的字母w，接着通过w w w is for watch. & w w w, w is for window.两句句子记忆例词; 第二部分sound:让学生感悟w的发音/w/,通过游戏，开火车，读chant等多种形式操练并记忆w says /w/。
本节课，学生基本能达到说出字母Ww,Xx,Yy,Zz的name和sound的要求，记住与每个字母相关的两个例词。这节课，教师设计了多样的游戏，也组织了丰富多样的操练形式，学生参与热情高涨，但是教师的操练基本集中于机械系统操练，没有设计引导学生进行语用的环节。自然拼读法是教授学生辨识字母代表的发音进行阅读的教学方法，在非母语环境中教授自然拼读法，通过给出例词，直接教授字母发音，的确可以起到提高课堂效率的效果，但是对于学生的记忆负担有些过大，长时间的机械式语韵操练难免会使学生疲累从而丧失兴趣。 是否可以通过绘本等其他形式新授例词，然后让学生自己去感悟去总结字母的发音。教师还将在接下来的教学中探索实践。
Lesson 6 Revision
教学内容
Phonics: Ww, Xx, Yy & Zz
教学目标
1. By the end of the lesson, Ss will be able to know the name and shape of the letters Ww, Xx, Yy & Zz.
2. By the end of the lesson, Ss will be able to know the sound of the letters Ww, Xx, Yy & Zz.
3. Ss will be interested in English.
教学重点
1. The name and shape of the letters Ww, Xx, Yy & Zz.
2. The sound of the letters Ww, Xx, Yy & Zz.
教学难点
1. The shape of the letters Ww, Xx, Yy & Zz.
2. The sound of the letters Ww, Xx, Yy & Zz.
Step I Lead-in
1. Enjoy a song: Alphobolocks
T: Good morning, boys and girls. Nice to meet you. Let’ have fun with phonics today. First, let’s enjoy a song: Alphobolocks.
2. Look and say: Students look at the the alphabet and say the sound of the letters in the help of T.
T: This is my friend Judy. She likes letters too. She wants to know the sounds of the letters. Let’s help her.
A says? B says? C says?...Oops! The last four letters are missing! Let’s go and find them.
【设计意图】视听引领,旧知铺垫： 通过一首欢快的歌曲唤醒学生关于字母声音的记忆。接着创设Judy喜欢字母的情境，和学生一起复述已学字母的声音。通过找字母的情境引出本节课教学目标Fun with phonics：Ww, Xx, Yy and Zz。学生在喜闻乐见的视、听、说过程中进入英语学习状态。
Step II
Presentation and Practice A: Ww is in the water.
1. Meet Ww:
T shows a picture of Judy in the park where there is a river. And then two fish carrying “W” and “w” appear in the water.
T teaches the name of letter Ww. Then the two fish carry watch and window.
T guides Ss to find w in the word by saying w w w, w is for...
T: Wow! We are in the park now! It’s beautiful. Where is Ww?
S1: It’s in the water.
T: Yes! Ww is in the water. This is big W(T pointing to the word card). This is little w(T pointing to the word card).
T uses the word card to drill the name of Ww.
T: Big w has something for us. Look! It’s a window. We can find w here. So we can say “w w w, w is for window”. Let’s chat together.
Ss: w w w, w is for window.
T: Little w also has something for us. Look! It’s a watch. We can find w here. So we can say “w w w , w is for watch”. Let’s have a try.
Ss: w w w, w is for watch.
T use different ways to drill the sentences.
【设计意图】 创设情境,寻找Ww： 通过创设Judy寻找Ww的情境，引出“Ww is in the water.”一语双关。 由Ww两条小鱼带出watch和window两个单词，让学生在单词中感悟字母w，并用w w w, w is for...这个朗朗上口的句子帮助学生记忆关于w的两个例词。 2. Listen and imitate: T uses the PPT to make the two fish carrying Ww talk. Ss listen and imitate the sound of letter Ww /w/.
T: Listen carefully! Ww can talk. (T plays the sound /w/.) What does Ww say? S2: Ww says /w/
T: Great! Let’s bubble with the fish and say /w/.
【设计意图】体会发音，有趣操练： 创设鱼吐泡泡发出声音，让学生感悟w的发音。并通过和鱼一起吐泡泡操练/w/的发音。
2. Listen and chant:
T shows the word card of watch and window. This time,
T guides the Ss to feel the sound w makes—/w/ in the beginning of words. And T uses a chant to help Ss consolidate the sound /w/ as beginning sound of the words.
T: w says /w/. So we can say /w/ /w/ window, /w/ /w/ watch. (T uses word card to drill.)
T: w says /w/. So we can say the chant like this /w/ watch /w/ window watch window window.
【设计意图】由字母到单词，chant巩固字母音： 用单词卡片，将刚刚学习的两个单词，从发音的角度重新认读，让学生感悟w在单词中的发音。并通过节奏明快的chant帮助学生理解和记忆。教师还为chant配以音乐，调动学生积极性。
B: Xx is in the box.
4. Do and say: T shows Xx on the PPT. T cross her arms and say big X and cross her fingers and say little x. Ss watch and imitate. Then T gives gestures, and Ss do and say.
T: We find Ww. Ww goes to their friends. What about the next letter? What’s this? Ss: Xx.
T: Look I have a big X here.(T crosses her arms) I also have a little x here.(T crosses her fingers)
T: Now, listen to my gestures. Do and say!
【设计意图】用肢体语言发现Xx的联系与区别：低年段的学生注意力时间短，通过做做动作，表演的形式可以有效吸引他们的注意力。用手臂摆出X，用手指摆出x，形象生动的像学生演示了这两个字母的共同点和不同。
5. Look for and chant: T hides Xx in the box. Ss try to find Xx by asking Mr fox (Nick): fox, fox, where is Xx?
T: Here comes Mr fox. We can find x in the word fox. So we can say: x x x, x is for fox.
Ss: x x x, x is for fox.
T: Xx runs away. Where is Xx? Let’s ask Mr fox! Fox, fox. Where is Xx?
Ss: Fox, fox. Where is Xx?
T: Is it here? (T points to the picture on the PPT and asks fox.)
Fox: No.
T: Is it here? (T points to the box on the PPT and asks Ss, while making Xx rise from the box.)
Ss: Yes.
T: Great! Xx is in the box. You did a good job! I have a gift for you. It’s a chant.
Fox, fox. Where is Xx? Xx, Xx. Xx in the box.
【设计意图】创设情境，寻找Xx： 通过创设寻找Xx的情境，引出Xx的例词fox, box。并以chant的形式进行操练。为chant配以音乐吸引学生注意力。
6. Listen and chant: By asking Mr fox how Xx talk, Ss learn the sound x makes: /ks/.
T makes up a chant to help Ss consolidate /ks/ as ending sound of the words.
T: This is a box. This is a fox. What does Xx say? Let’s ask Mr Fox. Mr Fox: /ks/ /ks/ box, /ks/ /ks/ fox. Xx says /ks/.
T: What does Xx say?
Ss: /ks/
T: Look! We can say this chant like this: /ks/ box /ks/ fox box fox fox. Let’s try.
【设计意图】听词辩音，操练发音： 学生听fox, box两词的尾音来自主感悟，归纳Xx的发音/ks/。通过用手指在空中化叉的形式，操练/ks/的发音，学生很有兴趣。在学生熟练掌握Xx发音的基础上，辅以节奏感强的chant不仅记住了Xx的发音，也记忆了Xx在单词中的发音。
C: Yy and Zz are in the zoo.
7. Look for and paint:
T shows the word cards of the last two letters. T gives a clue that they’re in the zoo. Ss are required to find Yy in the picture of the zoo.
T: We find Xx. What are the last two letters.
Ss: Yy and Zz. (T shows word cards and does demonstrating reading.)
T: Where are they?
Computer: They’re in the zoo.
T: Can you find Yy in the zoo? Paint them out.
【设计意图】看图寻字母，检验字形： 教师在上一环节用单词卡片简单的介绍了字母Yy和Zz的字形，在这一环节设计通过在图片中找出Yy来检验学生对Yy字形的认知，同时也达到有效巩固的目的。学生在涂涂画画中记忆字形，调动学生学习积极性。
8. Look and say: T shows example words: yellow & yo-yo. T encourages Ss too make up the sentence by using: y y y, y is for...
T: You found all the Yy. I paint the Yy with what colour?
S3: yellow
T: Great! It’s yellow. Look! There is a y. So we can say the chant: y y y, y is for...? Who can try? S4: y y y, y is for yellow.
T: It’s yellow too. What’s this? S5: It’s a yo-yo.
T: We can also make up a chant: y y y, y is for...? Who can try? S6: y y y, y is for yo-yo.
【设计意图】旧知新用，学Yy例词： 教师在和学生核对图中Yy的过程中，将字母涂成黄色，唤醒学生旧知 “yellow” 并引导学生发现单词中的首字母y。通过前两个字母学习，鼓励学生创编chant: y y y, y is for yellow。
8. Listen and say: T plays the sound of yellow and yo-yo and asks Ss to feel the sound “y” makes. Computer: yellow, yellow, yo-yo, yo-yo
T: What does Yy say?
Ss: /j/
T: /j/ /j/ yellow /j/ /j/ yo-yo
【设计意图】听词辩音，操练发音： 教师播放单词yellow和yo-yo的发音，让学生去感受字母作为首音字母y的发音。通过用开小火车，击掌读，小老师领读的多样的形式读/j/ /j/ yellow /j/ /j/ yo-yo，操练y的发音。
9. Look and say: Ss are asked to find Zz in the picture. They can find zoo and zebra. Ss are encouraged to make up a chat like: z z z, z is for...
T: Where is Zz?
S7: zoo, zebra
T: Z is for zoo. Z is for zebra. Who can say the chant?
S8: z z z, z is for zoo.
S9: z z z, z is for zebra.
【设计意图】看图寻词，创编chant： 学生通过观察找出图中关于z的两个例词：zoo, zebra。教师鼓励学生创编chant来有效记忆这两个例词。
11. Listen and imitate: T plays a video of a chant about letter z’s sound.
Rhyme: zebra zebra
How do you do?
Z says z z
Zoo zoo zoo
【设计意图】原声示范，模仿听读： 通过多媒体调动学生积极性，语音语调给了学生准确的示范性，并针对学生掌握不好的地方可以重复操练，提高课堂效率，也给了学生准确的示范性。
12. Play a game: Plant VS zombies Ss say the right times of /z/ according to the hint on the PPPT to fight with zombies.
T: Zombies are coming! Let’s fight with them. Look at the PPT say the right times of /z/ and you can get the according amount of peas needed to fight with the zombies.
【设计意图】多样形式，操练发音： 以植物大战僵尸为载体，根据PPT提示，发出相应数量的/z/音来打倒僵尸，让学生在玩中学，在学中玩。
13. Enjoy a song: Phonics song
T: we now find all the letters. Let’s enjoy a song: phonics song.
【设计意图】总结归纳，调整状态： 新授部分结束，给予学生一个及时，有条理的总结。用一首phonics song一来是为了巩固，二来也是为了调整学生状态，让他们有一个适当的放松时间。
Step III Consolidation
1. Listen and choose: There are 4 trains appearing one by one on the PPT. On each carriage, there will be a letter. T plays the sound of the letters. Ss finds out the right one.
T: Let’s play a game. Listen and circle the right answer out.
【设计意图】听音识字母，有趣检验： 以找出发音火车厢的形式，调动学生积极性。有效有趣地检验学生对本节课教学目标是否达成。
2. Listen and circle: T plays 6 pieces of voice. Ss circle out the right beginning letter according to the voice.
T: Great! Now, I have a more difficult task for you. Take out your exercise paper, please. Listen and circle the beginning letter of the words.
【设计意图】听词辩音，学以致用： 在上一个游戏的基础上，提升难度，让学生尝试通过听音找出单词的首音所对应的字母，将单词解码，将自然拼读学以致用。
教学反思
本节课创设寻找字母Ww,Xx,Yy,Zz情境，在寻找的过程中，从name, sound, shape三个方面学习这四个字母，渗透自然拼读的教学。每个字母的教学总体分为两个部分，以Ww为例。在Ww is in the water.这个情境中，主要分为两个部分进行教学，第一部分name and shape :教师先出示字母Ww的形并教授字母的名字，然后通过两个例词water, window来让学生感受单词中的字母w，接着通过w w w is for watch. & w w w, w is for window.两句句子记忆例词; 第二部分sound:让学生感悟w的发音/w/,通过游戏，开火车，读chant等多种形式操练并记忆w says /w/。
本节课，学生基本能达到说出字母Ww,Xx,Yy,Zz的name和sound的要求，记住与每个字母相关的两个例词。这节课，教师设计了多样的游戏，也组织了丰富多样的操练形式，学生参与热情高涨，但是教师的操练基本集中于机械系统操练，没有设计引导学生进行语用的环节。自然拼读法是教授学生辨识字母代表的发音进行阅读的教学方法，在非母语环境中教授自然拼读法，通过给出例词，直接教授字母发音，的确可以起到提高课堂效率的效果，但是对于学生的记忆负担有些过大，长时间的机械式语韵操练难免会使学生疲累从而丧失兴趣。 是否可以通过绘本等其他形式新授例词，然后让学生自己去感悟去总结字母的发音。教师还将在接下来的教学中探索实践。
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